EL3005
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EL3005_Rubric.pdf
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EL3005: Children’s Literature: Evaluate the quality of children’s literature and read-aloud experiences across multiple genres to promote positive dispositions toward reading and language learning in young children.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Choosing Quality Literature for Young Children
Identify the age group you are addressing; explain three key criteria that you have used to select books for your target age group. LO1: Explain criteria for selecting children’s books for a specific age group.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of criteria for selecting children’s books for a specific age group.
Response explains clearly, accurately, logically, and completely criteria for selecting children’s books for a specific age group.
For each of the four books you have selected and evaluated: Identify the title, author/illustrator, and genre.
LO2: Identify titles, authors, and genres of children’s books.
Response is not present.
Response vaguely, inaccurately, illogically, and/or incompletely identifies titles, authors, and genres of selected children’s books.
Response clearly, accurately, logically, and completely identifies titles, authors, and genres of selected children’s books.
Briefly summarize the book’s key characters,
Response is not present. Response is a vague, inaccurate, illogical, and/or
Response clearly, accurately, logically, and completely
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events, and/or themes. LO3: Summarize children’s books for key characters, events, and/or themes.
incomplete summary of key characters, events, and/or themes in each of the featured children’s books.
summarizes key characters, events, and/or themes in each of the featured children’s books.
Explain how the book is characteristic of the specific genre. LO4: Explain how children’s books evidence characteristics of their genres.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how each featured book evidences characteristics of its genre.
Response is a clear, accurate, logical, and complete explanation of how each featured book evidences characteristics of its genre.
Explain why the book is an appropriate choice for your target age group. LO5: Explain how children’s books evidence age- appropriateness.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how each featured book evidences appropriateness for the targeted age group.
Response is a clear, accurate, logical, and complete explanation of how each featured book evidences appropriateness for the targeted age group.
Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in “Ten Steps to Reviewing Children’s
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete evaluation of each featured children’s book based on specified set(s) of quality standards.
Response is a clear, accurate, logical, and complete evaluation of each featured children’s book based on specified set(s) of quality standards.
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Books.” LO6: Evaluate children’s books based on quality standards.
LO7: Explain how children’s books are free of misinformation and stereotypes.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of how each featured book is free of misinformation and stereotypes.
Response is a clear, accurate, logical, and complete explanation of how each featured book is free of misinformation and stereotypes.
Explain how this high- quality book can support positive dispositions toward reading and language learning in young children.
LO8: Explain how high- quality children’s books support positive dispositions toward reading and language learning in young children.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how each featured high-quality children’s book can support positive dispositions toward reading and language learning in young children.
Response is a clear, accurate, logical, and complete explanation of how each featured high-quality children’s book can support positive dispositions toward reading and language learning in young children.
Explain your three top tips for evaluating quality children’s literature for your target age group.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of tips for evaluating children’s literature for a specific age
Response is a clear, accurate, logical, and complete explanation of tips for evaluating children’s literature for a specific age group.
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LO9: Explain tips for evaluating children’s literature.
group.
Topic 2: Creating Quality Read-Aloud Experiences for Young Children
Identify the book you selected to read aloud; explain three qualities that make the book a good choice to read aloud. LO1: Explain characteristics that determine high-quality read-aloud books.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of the qualities that make a specific book a good choice to read aloud.
Response is a clear, accurate, logical, and complete explanation of the qualities that make a specific book a good choice to read aloud.
Make an audio recording of your read-aloud presentation that will be embedded in this slide; explain two goals you set for yourself in creating this read- aloud presentation. LO2: Explain personal goals for read-aloud presentations.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of personal goals for a read- aloud presentation for young children.
Response is a clear, accurate, logical, and complete explanation of personal goals for a read-aloud presentation for young children.
Evaluate your read- aloud presentation to
Response is not present.
Response is a vague, inaccurate, illogical, and/or
Response is a clear, accurate, logical, and complete explanation
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explain how well you met your goals for the read-aloud presentation LO3: Evaluate a read- aloud presentation based on personal goals.
incomplete explanation of how well a read-aloud presentation has met personal goals.
of how well a read-aloud presentation has met personal goals.
Explain at least two strengths of the presentation and at least two examples of what could be better/more effective about the read-aloud presentation. LO4: Evaluate a read- aloud presentation for strengths of the presentation and needed improvements.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of strengths and needed improvements of a read-aloud presentation.
Response is a clear, accurate, logical, and complete explanation of the specified number of strengths and needed improvements of a read-aloud presentation.
Explain at least two strategies to apply to improve your read- aloud presentations. LO5: Explain strategies for effective read-aloud presentations for children.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of strategies to improve read- aloud presentations.
Response is a clear, accurate, logical, and complete explanation of strategies to improve read- aloud presentations.
Explain at least three Response is not present. Response is a vague, Response is a clear, accurate,
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reasons why reading aloud to children can promote positive dispositions toward reading and language learning. LO6: Explain how reading aloud to children can promote positive dispositions toward reading and language learning.
inaccurate, illogical, and/or incomplete explanation of how reading aloud to children can promote positive dispositions toward reading and language learning.
logical, and complete explanation of how reading aloud to children can promote positive dispositions toward reading and language learning.
Written Communication: Write with clarity, coherence, and purpose.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentence structure effectively conveys meaning to reader.
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive Paragraphs, or lack of Construction of main idea and/or Main idea and/or supporting
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paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)
paragraphs, impede reader’s access to ideas.
supporting paragraphs limit reader’s access to ideas.
paragraphs effectively convey meaning to reader.
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)
Supporting materials are not present.
Supporting material is used inconsistently or inappropriately.
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
LO6: Identify sources. (AWE 2; Credit to source)
Sources are missing. Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of nonoriginal material and/or ideas.
Oral Communication: Communicate with clarity, coherence, and purpose.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Use clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
Speaker mumbles or speaks in a monotone, mispronounces words, and/or struggles to find appropriate pacing or volume.
Speaker inconsistently uses clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
Speaker engages the audience through mostly clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
LO2: Organize information to be presented.
Information is disorganized to a degree that impedes audience understanding.
Organization of information minimally supports audience understanding.
Organization of information generally enhances audience understanding of concepts.
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Exceeds Expectations: Connections to Experience
LO1: Apply relevant experience and academic knowledge to evaluating quality children’s literature across multiple genres and creating and evaluating quality read-aloud experiences to promote positive dispositions toward reading and language learning in young children. .
Responses include highly relevant, well-developed, and clearly explained examples from professional and/or personal experience supported by academic knowledge to illustrate criteria for evaluating quality children’s literature across multiple genres and creating and evaluating quality read-aloud experiences to promote positive dispositions toward reading and language learning in young children.
Yes
No
